Standards in the classroom: a vehicle for sustainability education

Wright, Laurence A. and Sinistore, Julie and Levy, Mike and Flanagan, Bill. Standards in the classroom: a vehicle for sustainability education. In: The Sustainable Development: Knowledge and Education about Standardization. Springer International Publishing AG. (In Press)

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Abstract

Sustainable development is no longer a luxury, but a necessity. Sustainability standards and certifications are voluntary, commonly third party assessed, agreed upon norms and values relating to environmental, health, wellbeing, social, and ethical issues. From medical devices, to coffee, to fuels, sustainability standards have become an important cog (mechanism) to demonstrate and encourage sustainability leadership. Commonly these standards move beyond the traditional boundaries of manufacturing site process and site to encompass the environmental, social, and economic impacts of whole production chains. Bringing these ideas, mode of thinking, and understanding of the related standards to the classroom is challenging, but vital in pursuit of sustainability. Students of all ages are the practitioners, managers, and experts of the future. Whether they become consultants, academics, engineers, designers, politicians, government employees, or otherwise, they will shape the future of sustainability standards and sustainable development. Therefore, an understanding of standards and certification is important to equip the next generation of global citizens to help us all make sustainable choices. To achieve this, education must equip learners with the ability to interpret, apply and use standards in practice. This chapter will briefly explore the role of standards in sustainable development. The challenges of bringing these concepts and standards to the classroom at school and university level will then be explored. A series of case study simulation exercises designed address to develop an understanding of both the complex challenges of sustainability and the role of standards in sustainable development are presented. The merits, opportunities, and successes of the pedagogical approached are highlighted with a culminating in recommendations to overcome the challenges identified based on real-world experience in the classroom.

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